Abstract
References
- Ariani, N., & Haryanto, D. (2010). Pembelajaran Multimedia di Sekolah: Pedoman Pembelajaran Inspiratif, Konstruktif, dan Prospektif. Jakarta: Prestasi Pustakaraya. Arikunto, S. (2013). Dasar-dasar Evaluasi Pendidikan Edisi 2. Jakarta: Bumi Aksara. Arsyad, A. (2013). Media Pembelajaran. Jakarta: Raja Grafindo Persada. Chang, R. (2005). Kimia Dasar Edisi Ketiga Jilid 1. Jakarta: Erlangga. Gunhaart, A., & Srisawasdi, N. (2012). Effect of Integrated Compute-based Laboratory Environment On Students’ Physics Conceptual Learning of Sound Wave Properties. Procedia - Social and Behavioral Sciences, 46, 5750–5755. https://doi.org/10.1016/j.sbspro.2012.06.510 Hake, R. R. (1999). Analyzing Change/Gain Scores. Retrieved December 28, 2017, from http://www.physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf Harahap, N. M. (2010). Pengaruh Penggunaan Laboratorium Virtual Dibandingkan Dengan Laboratorium Riil dengan Pembelajaran Berbasis Masalah Terhadap Aktifitas dan Hasil Belajar Kimia Siswa SMA pada Pokok Bahasan Laju Reaksi. Program Pasca Sarjana Pendidikan Kimia Universitas Negeri Medan. Herga, N., & Dinevski, D. (2012). Virtual Laboratory in Chemistry - Experimental Study of Understanding, Reproduction and Application of Acquired Knowledge of Subject’s Chemical Content. Organizacija, 45(3), 108–116. https://doi.org/10.2478/v10051-012-0011-7 Herga, N. R., Grmek, M. I., & Dinevski, D. (2014). Virtual Laboratory As An Element Of Visualization When Teaching Chemical Contents In Science Class. TOJET: The Turkish Online Journal of Educational Technology, 13(4), 157–165. Joyce, B., Weil, M., & Calhoun, E. (2000). Models of Teaching (6th ed.). Boston: Allyn & Bacon. Kean, E. & Cathrine, M. (1985). Panduan Belajar Kimia Dasar. Jakarta: Gramedia. Keller, H. E., & Keller, E. E. (2005). Making Real Virtual Labs. The Science Education Review, 4(1), 2–11. Moore, D. (2006). Direct Instruction: Targeted Strategies for Student Success. Retrieved December 28, 2017, from http://ngl.cengage.com/assets/downloads/inside_pro0000000029/am_moore_direct_instr_seb21_0414a.pdf Munadi, Y. (2008). Media Pembelajaran. Jakarta: Gaung Persada Press. Nur, M. (2008). Model Pengajaran Langsung. Surabaya: Unesa University Press. Rusman. (2012). Belajar dan Pembelajaran Berbasis Komputer (Mengembangkan Profesionalisme Guru Abad 21). Bandung: Alfabeta. Salam, H., Setiawan, A., & Hamidah, I. (2010). Pembelajaran Berbasis Virtual Laboratory untuk Meningkatkan Penguasaan Konsep pada Materi Listrik Dinamis. In Proceedings of The 4th International Conference on Teacher Education; Join Conference UPI & UPSI. Bandung. Setiawan, W., Fitrajaya, E., & Mardiyanti, T. (2010). Penerapan Model Pengajaran Langsung (Direct Instruction) Untuk Meningkatkan Pemahaman Belajar Siswa Dalam Pembelajaran Rekayasa Perangkat Lunak (RPL). Jurnal Pendidikan Teknologi Informasi Dan Komunikasi (PTIK), 3(1), 7–10. Suhana, C. (2014). Konsep Strategi Pembelajaran. Bandung: Refika Aditama. Sullivan, R. (2012). Colligative Property. Retrieved December 29, 2015, from https://chemdemos.uoregon.edu/Topics/Colligative-Property Taşkin, N., & Kandemir, B. (2010). The affect of computer supported simulation applications on the academic achievements and attainments of the seventh grade students on teaching of science. Procedia - Social and Behavioral Sciences, 9, 1379–1384. https://doi.org/10.1016/j.sbspro.2010.12.338 Tatli, Z., & Ayas, A. (2010). Virtual Laboratory Applications in Chemistry Education. Procedia Social and Behavioral Sciences, 9, 938–942. Tatli, Z., & Ayas, A. (2012). Virtual Chemistry Laboratory: Effect of Constructivist Learning Environment. Turkish Online Journal of Distance Education, 13(1), 183–199. Tatli, Z., & Ayas, A. (2013). Effect of a Virtual Chemistry Laboratory on Students’ Achievement. Educational Technology & Society, 16(1), 159–170. Thorn, W. J. (1995). Points to Consider when Evaluating Interactive Multimedia. Retrieved December 28, 2017, from http://iteslj.org/Articles/Thorn-EvalueConsider.html Trianto. (2010). Mendesain Model Pembelajaran Inovatif-Progresif: Konsep, Landasan, dan Implementasinya pada Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Kencana Prenada Media Group. Tuysuz, C. (2010). The Effect of Virtual Laboratory on Students’ Achievement and Attitude in Chemistry. International Online Journal of Educational Sciences, 2(1), 37–53.
Abstract
Experiment-based learning is a quite effective learning method to study chemistry.
Thus chemistry laboratory is extremely needed in the learning process since it is used as a place where students learn and
build their knowledge by applying theory, research
and scientific development. However, chemistry experiments have some limitations
in the real laboratory, such as students using hazardous and relatively
expensive tools and chemicals and it takes more time to prepare and conduct
experiments. One of the most suitable media to overcome some problems in the
real laboratory is using virtual
laboratory. The virtual-based experiment, as an advanced technology product, is quite
cheap, safe, effective and efficient alternative media. This study aims to
investigate the effectiveness of chemistry virtual laboratory in direct instruction
model to enhance student’s achievement on colligative properties of solution
topic. Direct instruction model emphasizes on the declarative and procedural
knowledge. It consist of five phases: orientation, presentation or
demonstration, highly structured practice, guided practice, and independent
practice phases, where in this study the virtual laboratory was implemented in
the guided practice phase. This Pre-Experiment Research used One Group Pre-test and Post Test Design where both consist of
20 multiple choice items. The
participants in this study were the grade XII science students in one of the senior high schools in Bulukumba Regency,
South-Sulawesi Province, Indonesia. The subject were 30 students consisted of 10 males and 20
females in the first half of the academic year. Data were obtained using 20 multiple
choice items of achievement test, either from pre-test or post-test. Three
criteria of the effectiveness must be fulfilled to investigate the
effectiveness of virtual laboratory in direct instruction, there are: the score
of students is at least 75 (minimum completeness criteria of chemistry subject is 75), classical
completeness is at least 80 %, and Normalized-gain (N-gain) is at least in the
medium category. The results indicated that the mean of students’ pre-test and post-test
were 42.5 and 81.33 respectively. There were 25 students who got scoe above or
equal to 75 so that classical completeness achieved 83.33%. The average of Gain
was 38.83 and N-gain was 0.69, so it was in the medium category. Eventually all the results of data
analysis met the criteria of effectiveness mentioned above. In other words,
virtual laboratory is effectively used in direct instruction to enhance
students' achievement on colligative properties of solution topic.
References
- Ariani, N., & Haryanto, D. (2010). Pembelajaran Multimedia di Sekolah: Pedoman Pembelajaran Inspiratif, Konstruktif, dan Prospektif. Jakarta: Prestasi Pustakaraya. Arikunto, S. (2013). Dasar-dasar Evaluasi Pendidikan Edisi 2. Jakarta: Bumi Aksara. Arsyad, A. (2013). Media Pembelajaran. Jakarta: Raja Grafindo Persada. Chang, R. (2005). Kimia Dasar Edisi Ketiga Jilid 1. Jakarta: Erlangga. Gunhaart, A., & Srisawasdi, N. (2012). Effect of Integrated Compute-based Laboratory Environment On Students’ Physics Conceptual Learning of Sound Wave Properties. Procedia - Social and Behavioral Sciences, 46, 5750–5755. https://doi.org/10.1016/j.sbspro.2012.06.510 Hake, R. R. (1999). Analyzing Change/Gain Scores. Retrieved December 28, 2017, from http://www.physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf Harahap, N. M. (2010). Pengaruh Penggunaan Laboratorium Virtual Dibandingkan Dengan Laboratorium Riil dengan Pembelajaran Berbasis Masalah Terhadap Aktifitas dan Hasil Belajar Kimia Siswa SMA pada Pokok Bahasan Laju Reaksi. Program Pasca Sarjana Pendidikan Kimia Universitas Negeri Medan. Herga, N., & Dinevski, D. (2012). Virtual Laboratory in Chemistry - Experimental Study of Understanding, Reproduction and Application of Acquired Knowledge of Subject’s Chemical Content. Organizacija, 45(3), 108–116. https://doi.org/10.2478/v10051-012-0011-7 Herga, N. R., Grmek, M. I., & Dinevski, D. (2014). Virtual Laboratory As An Element Of Visualization When Teaching Chemical Contents In Science Class. TOJET: The Turkish Online Journal of Educational Technology, 13(4), 157–165. Joyce, B., Weil, M., & Calhoun, E. (2000). Models of Teaching (6th ed.). Boston: Allyn & Bacon. Kean, E. & Cathrine, M. (1985). Panduan Belajar Kimia Dasar. Jakarta: Gramedia. Keller, H. E., & Keller, E. E. (2005). Making Real Virtual Labs. The Science Education Review, 4(1), 2–11. Moore, D. (2006). Direct Instruction: Targeted Strategies for Student Success. Retrieved December 28, 2017, from http://ngl.cengage.com/assets/downloads/inside_pro0000000029/am_moore_direct_instr_seb21_0414a.pdf Munadi, Y. (2008). Media Pembelajaran. Jakarta: Gaung Persada Press. Nur, M. (2008). Model Pengajaran Langsung. Surabaya: Unesa University Press. Rusman. (2012). Belajar dan Pembelajaran Berbasis Komputer (Mengembangkan Profesionalisme Guru Abad 21). Bandung: Alfabeta. Salam, H., Setiawan, A., & Hamidah, I. (2010). Pembelajaran Berbasis Virtual Laboratory untuk Meningkatkan Penguasaan Konsep pada Materi Listrik Dinamis. In Proceedings of The 4th International Conference on Teacher Education; Join Conference UPI & UPSI. Bandung. Setiawan, W., Fitrajaya, E., & Mardiyanti, T. (2010). Penerapan Model Pengajaran Langsung (Direct Instruction) Untuk Meningkatkan Pemahaman Belajar Siswa Dalam Pembelajaran Rekayasa Perangkat Lunak (RPL). Jurnal Pendidikan Teknologi Informasi Dan Komunikasi (PTIK), 3(1), 7–10. Suhana, C. (2014). Konsep Strategi Pembelajaran. Bandung: Refika Aditama. Sullivan, R. (2012). Colligative Property. Retrieved December 29, 2015, from https://chemdemos.uoregon.edu/Topics/Colligative-Property Taşkin, N., & Kandemir, B. (2010). The affect of computer supported simulation applications on the academic achievements and attainments of the seventh grade students on teaching of science. Procedia - Social and Behavioral Sciences, 9, 1379–1384. https://doi.org/10.1016/j.sbspro.2010.12.338 Tatli, Z., & Ayas, A. (2010). Virtual Laboratory Applications in Chemistry Education. Procedia Social and Behavioral Sciences, 9, 938–942. Tatli, Z., & Ayas, A. (2012). Virtual Chemistry Laboratory: Effect of Constructivist Learning Environment. Turkish Online Journal of Distance Education, 13(1), 183–199. Tatli, Z., & Ayas, A. (2013). Effect of a Virtual Chemistry Laboratory on Students’ Achievement. Educational Technology & Society, 16(1), 159–170. Thorn, W. J. (1995). Points to Consider when Evaluating Interactive Multimedia. Retrieved December 28, 2017, from http://iteslj.org/Articles/Thorn-EvalueConsider.html Trianto. (2010). Mendesain Model Pembelajaran Inovatif-Progresif: Konsep, Landasan, dan Implementasinya pada Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Kencana Prenada Media Group. Tuysuz, C. (2010). The Effect of Virtual Laboratory on Students’ Achievement and Attitude in Chemistry. International Online Journal of Educational Sciences, 2(1), 37–53.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | April 30, 2018 |
| Submission Date | February 13, 2018 |
| Published in Issue | Year 2018Volume: 4 Issue: 10 |
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